National Curriculum

England

Citizenship KS3

• To develop an interest in, and commitment to, participation in volunteering as well as other forms of responsible activity, that they will take with them into adulthood

• To equip students with the financial skills to enable them to manage their money on a day-to-day basis as well as to plan for future financial needs.

Subject content

• The roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities (including opportunities to participate in school-based activities)

• The functions and uses of money, the importance of personal budgeting, money management and a range of financial products and services.

Design Technology KS3

Design

• Use research and exploration, such as the study of different cultures, to identify and understand user needs
• Develop specifications to inform the design of innovative, functional, appealing products that respond to needs in a variety of situations

Make

• Select from and use a wider, more complex range of materials, components and ingredients, taking into account their properties

Evaluate

• Test, evaluate and refine their ideas and products against a specification, taking into account the views of intended users and other interested groups

Wales

Personal and Social Education Framework 7-19; Moral and Spiritual Development

http://learning.gov.wales/docs/learningwales/publications/130425-personal-and-social-education-framework-en.pdf

Learners are equipped with the skills which will enable them to acquire greater self-assurance. They are encouraged to manage diverse relationships in society and cope with the increasing influence of peer pressure and the media. This allows them to be more confident in addressing the challenges of active citizenship and effective learning.

Maths KS3

http://learning.gov.wales/docs/learningwales/publications/0801mathsncen.pdf

Measures and Money

2. Understand and use money

Design and Technology KS3

http://learning.gov.wales/docs/learningwales/publications/130424-design-and-technology-in-the-national-curriculum-en.pdf

Students should be taught to design and make products by combining their designing and making skills with knowledge and understanding in contexts that allow them to make decisions based on the values that underpin society, helping them become active and informed citizens.

Range; activities in which they design and make products, focusing on different contexts and materials.

Designing; Making

Skills Framework 3-19 years http://learning.gov.wales/docs/learningwales/publications/140626-skills-framework-for-3-19-year-olds-en.pdf

Northern Ireland

Learning for Life and Work; Local and Global Citizenship

http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/statutory_requirements/ks3_citizenship.pdf

Key Concept - Diversity and Inclusion

Mathematics and Numeracy; Mathematics with Financial Capability

http://www.nicurriculum.org.uk/docs/key_stage_3/statutory_requirements/ks3_mathematics_new.pdf

(Objective 3) Developing pupils as Contributors to the Economy and the Environment

Science and Technology: Technology and Design

http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/statutory_requirements/ks3_tech_design.pdf

Developing pupils’ Knowledge, Understanding and Skills

(Objective 1) Developing pupils as Individuals; Opportunities must also be provided

to explore issues related to Mutual Understanding.

(Objective 2) Developing pupils as Contributors to Society; Design cost effective and appropriate solutions to meet the specific needs of diverse local and global groups.

(Objective 3) Developing pupils as Contributors to the Economy and the Environment; Opportunities must also be provided to explore issues related to Economic Awareness

Scotland

Enterprise in Education

http://www.educationscotland.gov.uk/learningandteaching/learningacrossthecurriculum/themesacrosslearning/enterprise/index.asp

Financial Education

http://www.educationscotland.gov.uk/learningandteaching/learningacrossthecurriculum/responsibilityofall/numeracy/financialeducation/index.asp

Technologies

http://www.educationscotland.gov.uk/Images/technologies_experiences_outcomes_tcm4-539894.pdf

Business contexts for developing technological skills and knowledge

• When participating in a collaborative enterprise activity, I can develop administrative and entrepreneurial skills which contribute to the success of the activity.(TCH 3-07a)

Craft, design, engineering and graphics contexts for developing technological skills and knowledge

• Showing creativity and innovation, I can design, plan and produce increasingly complex items which satisfy the needs of the user, at home or in the world of work. (TCH 4-14a)
• I can apply skills of critical thinking when evaluating the quality and effectiveness of my own or others’ products or systems.(TCH 4-14b)

England

Citizenship KS3

Teaching should develop pupils’ understanding of democracy, government and the rights and responsibilities of citizens. Pupils should use and apply their knowledge and understanding while developing skills to research and interrogate evidence, debate and evaluate viewpoints, present reasoned arguments and take informed action.

Pupils should be taught about:

• The development of the political system of democratic government in the United Kingdom, including the roles of citizens [and] Parliament.
• The precious liberties enjoyed by the citizens of the United Kingdom
• The nature of rules and laws and the justice system, including the role of the police and the operation of courts and tribunals
• The roles played by public institutions and voluntary groups in society, and the ways in which citizens work together to improve their communities (including opportunities to participate in school-based activities)

Wales

Personal and Social Education Framework 7-19; Active Citizenship

http://learning.gov.wales/docs/learningwales/publications/130425-personal-and-social-education-framework-en.pdf

Learners are equipped with the skills which will enable them to acquire greater self-assurance. They are encouraged to manage diverse relationships in society and cope with the increasing influence of peer pressure and the media. This allows them to be more confident in addressing the challenges of active citizenship and effective learning.

Skills Framework 3-19 years http://learning.gov.wales/docs/learningwales/publications/140626-skills-framework-for-3-19-year-olds-en.pdf

Northern Ireland

Learning for Life and Work; Local and Global Citizenship

http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/statutory_requirements/ks3_citizenship.pdf

Key Concepts: -

• Human Rights and Social Responsibility
• Equality and Social Justice
• Democracy and Active Participation

http://www.nicurriculum.org.uk/docs/key_stage_3/CCEA_Controversial_Issues_Guidance.pdf

Scotland

Global Citizenship

http://www.educationscotland.gov.uk/learningandteaching/learningacrossthecurriculum/themesacrosslearning/globalcitizenship/index.asp

Health and Well-being

http://www.educationscotland.gov.uk/Images/health_wellbeing_experiences_outcomes_tcm4-540031.pdf

Mental and Emotional Well-being; I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss.

Social Well-being; As I explore the rights to which I and others are entitled, I am able to exercise these rights appropriately and accept the responsibilities that go with them. I show respect for the rights of others.

Social Studies

http://www.educationscotland.gov.uk/Images/social_studies_experiences_outcomes_tcm4-539891.pdf

People in Society, Economy and Business

• Through discussion, I have identified aspects of a social issue to investigate and by gathering information I can assess its impact and the attitudes of the people affected. (SOC 4-16b)
• I can analyse the factors contributing to the development of a multicultural society and can express an informed view on issues associated with this. (SOC 4-16c)
• I can critically analyse the relative importance of the contribution of individuals or groups in bringing about change in a significant political event. (SOC 4-17a)
• I can debate the reasons why some people participate less than others in the electoral process and can express informed views about the importance of participating in a democracy.(SOC 4-18b)
• I can contribute to a discussion on the actions and motives of a group or organisation which seeks to achieve its aims by nondemocratic means. (SOC4-18c)

England

Physical Education KS3

Students should be taught to perform dances using advanced dance techniques within a range of dance styles and forms

Wales

Physical Education KS3

http://learning.gov.wales/docs/learningwales/publications/130425-physical-education-inthe-national-curriculum-en.pdf

Creative Activities

Through their creative, adventurous and competitive activities they plan, practise and improve their

performance so that they can enjoy being able to perform consistently well. As confidence grows, so does their ability to take part in activities that become technically more demanding.

Skills Framework 3-19 years http://learning.gov.wales/docs/learningwales/publications/140626-skills-framework-for-3-19-year-olds-en.pdf

Northern Ireland

Physical Education

http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/statutory_requirements/ks3_pe.pdf

Develop pupils’ Knowledge, Understanding and Skills; practise, refine and develop skills

and specific techniques (eg. using strategies, tactics, choreographic and/or compositional principles)

and use these with consistency

(Objective 2) Developing pupils as contributors to society; Explore issues related to Cultural

Understanding

The Arts: Drama

http://www.nicurriculum.org.uk/docs/key_stage_3/statutory_requirements/ks3_drama.pdf

Developing pupils Knowledge, Understanding and Skills

(Objective 2) Developing pupils as Contributors to Society;

• Explore how drama reflects and gives insight into a range of cultures
• Explore how drama is used to educate about and resolve issues of social concern

Scotland

Expressive Arts

http://www.educationscotland.gov.uk/Images/expressive_arts_experiences_outcomes_tcm4-539863.pdf

Participation in Performances and Presentations

Dance

I can participate in dance styles and activities which challenge and extend my repertoire of movement and my knowledge of the styles and cultures of dance. (EXA 4-10a)

Drama

I can demonstrate sensitivity, precision and depth in the portrayal of a character, conveying relationships and situations in a variety of settings and to different audiences. (EXA 4-12a)

England

Geography Key Stage 3

• develop contextual knowledge of the location of globally significant places including their defining physical and human characteristics and how these provide a geographical context for understanding the actions of processes

• are competent in the geographical skills needed to communicate geographical information in a variety of ways, including through maps, numerical and quantitative skills and writing at length.

Human and physical geography

• Understand, through the use of detailed place-based exemplars at a variety of scales, the key processes in human geography relating to: population and urbanisation; international development; economic activity in the primary, secondary, tertiary and quaternary sectors; and the use of natural resources.

• Understand how human and physical processes interact to influence, and change landscapes, environments and the climate; and how human activity relies on effective functioning of natural systems.

Wales

Geography KS3 http://learning.gov.wales/docs/learningwales/publications/130424-geography-in-the-national-curriculum-en.pdf

• Locating Places, Environments and Patterns
• Understanding Places, Environments and Processes

Skills Framework 3-19 years http://learning.gov.wales/docs/learningwales/publications/140626-skills-framework-for-3-19-year-olds-en.pdf

Northern Ireland

Environment and Society: Geography

http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/statutory_requirements/ks3_geography.pdf

Developing pupils’ Knowledge, Understanding and Skills

(Objective 1) Developing pupils as Individuals; Demonstrate an awareness of their own

relationships to other places, peoples and environments, from local to global

(Objective 2)Developing pupils as Contributors to Society; Develop an understanding of

how people in different places interact with their environment

(Objective 3) Developing pupils as Contributors to the Economy and Environment; Investigate the impact of conflict between social, economic and environmental needs both locally and globally

Scotland

Global Citizenship

http://www.educationscotland.gov.uk/learningandteaching/learningacrossthecurriculum/themesacrosslearning/globalcitizenship/index.asp

Social Studies

http://www.educationscotland.gov.uk/Images/social_studies_experiences_outcomes_tcm4-539891.pdf

People, Place and Environment

• I can develop my  understanding of the interaction between humans and the environment by

describing and assessing the impact of human activity on an area. (SOC 4-10a)

Having studied an economic activity, I can explain its development and assess the impact of change within its locality and beyond. (SOC 4-10c)  

England

History KS3

• know and understand the history of these islands as a coherent, chronological narrative, from the earliest times to the present day
• understand historical concepts such as continuity and change, cause and consequence, similarity, difference and significance, and use them to make connections, draw contrasts, analyse trends, frame historically-valid questions and create their own structured accounts, including written narratives and analyses
• understand the methods of historical enquiry, including how evidence is used rigorously to make historical claims, and discern how and why contrasting arguments and interpretations of the past have been constructed
• gain historical perspective by placing their growing knowledge into different contexts, understanding the connections between local, regional, national and international history; between cultural, economic, military, political, religious and social history; and between short- and long-term timescales.

Subject content: Challenges for Britain, Europe and the wider world 1901 to the present day, including social, cultural and technological change in post-war British society

Wales

History KS3

http://learning.gov.wales/docs/learningwales/publications/130424-history-in-the-national-curriculum-for-wales-en.pdf

Students learn by enquiry about the main political, economic, social and cultural features of selected periods from the histories of Wales and Britain during the last millennium. They place these developments in context by enquiring into the history of their own locality, the historical experiences of the countries that make up the British Isles, and aspects of European and world history. They learn about the diversity of people’s experience in each selected period, and develop their understanding of causation and change over time. They study aspects of the past in depth, and the differing spiritual and moral values of the periods studied.

Range; how some twentieth century individuals and events have shaped our world today

Historical Knowledge and Understanding

Interpretations of History

Skills Framework 3-19 years http://learning.gov.wales/docs/learningwales/publications/140626-skills-framework-for-3-19-year-olds-en.pdf

Northern Ireland

Environment and Society: History

http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/statutory_requirements/ks3_history.pdf

Developing pupils’ Knowledge, Understanding and Skills

(Objective 1) Developing pupils as Individuals;

• Explore how history has affected their personal identity, culture and lifestyle
• Investigate how history has been selectively interpreted to create stereotypical perceptions and to justify views and actions

(Objective 2) Developing pupils as Contributors to Society;

• Investigate the impact of significant events/ideas of the 20th century on the world
• Critically investigate and evaluate the power of the media in their representation of a significant historical event or individual

Scotland

Social Studies

http://www.educationscotland.gov.uk/Images/social_studies_experiences_outcomes_tcm4-539891.pdf

People, Past Events and Societies

• By studying groups in past societies who experienced inequality, I can explain the reasons for the inequality and evaluate how groups or individuals addressed it.(SOC4-04a)
• I have investigated a meeting of cultures in the past and can analyse the impact on the societies involved.(SOC 4-05c)
• Having critically analysed a significant historical event, I can assess the relative importance of factors contributing to the event. (SOC 4-06a)
• I can express an informed view about the changing nature of conflict over time, appreciate its impact and empathise with the experiences of those involved. (SOC 4-06b)

England

PHSE KS3 Personal Identities

Learners are able to

• reflect on and evaluate their achievements and strengths in different areas of their lives

• recognise strong emotions and identify ways of managing these positively

• recognise that external factors, such as relationships, achievements and setbacks, can affect emotional well-being, and identify how they can take this into account. 

Wales

Personal and Social Education Framework 7-19; Moral and Spiritual Development

http://learning.gov.wales/docs/learningwales/publications/130425-personal-and-social-education-framework-en.pdf

Learners are equipped with the skills which will enable them to acquire greater self-assurance. They are encouraged to manage diverse relationships in society and cope with the increasing influence of peer pressure and the media. This allows them to be more confident in addressing the challenges of active citizenship and effective learning.

Skills Framework 3-19 years http://learning.gov.wales/docs/learningwales/publications/140626-skills-framework-for-3-19-year-olds-en.pdf

Northern Ireland

Learning for Life and Work; Personal Development

http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/statutory_requirements/ks3_personaldev.pdf

Key Concepts:-

• Self Awareness
• Relationships

Learning for Life and Work; Local and Global Citizenship

http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/statutory_requirements/ks3_citizenship.pdf

Key Concept - Diversity and Inclusion

http://www.nicurriculum.org.uk/docs/key_stage_3/CCEA_Controversial_Issues_Guidance.pdf

Environment and Society: History

http://www.nicurriculum.org.uk/docs/key_stage_3/areas_of_learning/statutory_requirements/ks3_history.pdf

Developing pupils’ Knowledge, Understanding and Skills

(Objective 1) Developing pupils as Individuals;

• Explore how history has affected their personal identity, culture and lifestyle

Scotland

Global Citizenship

http://www.educationscotland.gov.uk/learningandteaching/learningacrossthecurriculum/themesacrosslearning/globalcitizenship/index.asp

Health and Well-being

http://www.educationscotland.gov.uk/Images/health_wellbeing_experiences_outcomes_tcm4-540031.pdf

Mental and Emotional Well-being; I know that friendship, caring, sharing, fairness, equality and love are important in building positive relationships. As I develop and value relationships, I care and show respect for myself and others.

I am learning skills and strategies which will support me in challenging times, particularly in relation to change and loss.

Social Studies

http://www.educationscotland.gov.uk/Images/social_studies_experiences_outcomes_tcm4-539891.pdf

People, Past Events and Societies

• I have developed a sense of my heritage and identity as a British, European or global citizen and can present arguments about the importance of respecting the heritage and identity of others.(SOC 4-02a)